Packet Contents - SCUSD
CCSS-M Teacher Professional LearningSession #1, October 2014Grade 5Packet Contents(Selected pages relevant to session work)Content StandardsStandards for Mathematical PracticeCalifornia Mathematical FrameworkKansas CTM FlipbookLearning OutcomesSample Assessment Items
5Grade 5Operations and Algebraic Thinking5.OAWrite and interpret numerical expressions.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with thesesymbols.2. Write simple expressions that record calculations with numbers, and interpret numerical expressionswithout evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 (8 7). Recognize that 3 (18932 921) is three times as large as 18932 921, without having tocalculate the indicated sum or product.2.1 Express a whole number in the range 2–50 as a product of its prime factors. For example, find theprime factors of 24 and express 24 as 2x2x2x3. CAAnalyze patterns and relationships.3. Generate two numerical patterns using two given rules. Identify apparent relationships betweencorresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, andgraph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the startingnumber 0, and given the rule “Add 6” and the starting number 0, generate terms in the resultingsequences, and observe that the terms in one sequence are twice the corresponding terms in the othersequence. Explain informally why this is so.Number and Operations in Base Ten5.NBTUnderstand the place value system.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it representsin the place to its right and 1/10 of what it represents in the place to its left.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, andexplain patterns in the placement of the decimal point when a decimal is multiplied or divided by apower of 10. Use whole-number exponents to denote powers of 10.3. Read, write, and compare decimals to thousandths.a. Read and write decimals to thousandths using base-ten numerals, number names, andexpanded form, e.g., 347.392 3 100 4 10 7 1 3 (1/10) 9 (1/100) 2 (1/1000).b. Compare two decimals to thousandths based on meanings of the digits in each place, using , ,and symbols to record the results of comparisons.4. Use place value understanding to round decimals to any place.Perform operations with multi-digit whole numbers and with decimals to hundredths.5. Fluently multiply multi-digit whole numbers using the standard algorithm.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors,using strategies based on place value, the properties of operations, and/or the relationship betweenmultiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays,and/or area models.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings andstrategies based on place value, properties of operations, and/or the relationship between addition andsubtraction; relate the strategy to a written method and explain the reasoning used.Prepublication Version, April 2013California Department of Education34
1: Make sense of problems and persevere in solving them.Mathematically proficient students start by explaining to themselves the meaning of a problemand looking for entry points to its solution. They analyze givens, constraints, relationships, andgoals. They make conjectures about the form and meaning of the solution and plan a solutionpathway rather than simply jumping into a solution attempt. They consider analogousproblems, and try special cases and simpler forms of the original problem in order to gaininsight into its solution. They monitor and evaluate their progress and change course ifnecessary. Older students might, depending on the context of the problem, transform algebraicexpressions or change the viewing window on their graphing calculator to get the informationthey need. Mathematically proficient students can explain correspondences betweenequations, verbal descriptions, tables, and graphs or draw diagrams of important features andrelationships, graph data, and search for regularity or trends. Younger students might rely onusing concrete objects or pictures to help conceptualize and solve a problem. Mathematicallyproficient students check their answers to problems using a different method, and theycontinually ask themselves, “Does this make sense?” They can understand the approaches ofothers to solving complex problems and identify correspondences between differentapproaches.Standard for Mathematical PracticeCommon Core State Standards - MathematicsStandards for Mathematical Practices – 5th GradeStudents solve problems by applyingtheir understanding of operationswith whole numbers, decimals, andfractions including mixed numbers.They solve problems related tovolume and measurementconversions. Students seek themeaning of a problem and look forefficient ways to represent andsolve it. They may check theirthinking by asking themselves, What is the most efficient way tosolve the problem?, -Does this makesense?, and -Can I solve the problemin a different way?5th Grade
3: Construct viable arguments and critique the reasoning of others.Mathematically proficient students understand and use stated assumptions, definitions, andpreviously established results in constructing arguments. They make conjectures and build alogical progression of statements to explore the truth of their conjectures. They are able toanalyze situations by breaking them into cases, and can recognize and use counterexamples.They justify their conclusions, communicate them to others, and respond to the arguments ofothers. They reason inductively about data, making plausible arguments that take into accountthe context from which the data arose. Mathematically proficient students are also able tocompare the effectiveness of two plausible arguments, distinguish correct logic or reasoningfrom that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementarystudents can construct arguments using concrete referents such as objects, drawings, diagrams,and actions. Such arguments can make sense and be correct, even though they are notgeneralized or made formal until later grades. Later, students learn to determine domains towhich an argument applies. Students at all grades can listen or read the arguments of others,decide whether they make sense, and ask useful questions to clarify or improve the arguments.2: Reason abstractly and quantitatively.Mathematically proficient students make sense of quantities and their relationships in problemsituations. They bring two complementary abilities to bear on problems involving quantitativerelationships: the ability to decontextualize-to abstract a given situation and represent itsymbolically and manipulate the representing symbols as if they have a life of their own,without necessarily attending to their referents-and the ability to contextualize, to pause asneeded during the manipulation process in order to probe into the referents for the symbolsinvolved. Quantitative reasoning entails habits of creating a coherent representation of theproblem at hand; considering the units involved; attending to the meaning of quantities, notjust how to compute them; and knowing and flexibly using different properties of operationsand objects.Fifth graders should recognize that anumber represents a specificquantity. They connect quantities towritten symbols and create a logicalrepresentation of the problem athand, considering both theappropriate units involved and themeaning of quantities. They extendthis understanding from wholenumbers to their work with fractionsand decimals. Students write simpleexpressions that record calculationswith numbers and represent orround numbers using place valueconcepts.In fifth grade, students mayconstruct arguments using concretereferents, such as objects, pictures,and drawings. They explaincalculations based upon models andproperties of operations and rulesthat generate patterns. Theydemonstrate and explain therelationship between volume andmultiplication. They refine theirmathematical communication skillsas they participate in mathematicaldiscussions involving questions like How did you get that? and -Why isthat true? They explain theirthinking to others and respond toothers’ thinking.
5: Use appropriate tools strategically.Mathematically proficient students consider the available tools when solving a mathematicalproblem. These tools might include pencil and paper, concrete models, a ruler, a protractor, acalculator, a spreadsheet, a computer algebra system, a statistical package, or dynamicgeometry software. Proficient students are sufficiently familiar with tools appropriate for theirgrade or course to make sound decisions about when each of these tools might be helpful,recognizing both the insight to be gained and their limitations. For example, mathematicallyproficient high school students analyze graphs of functions and solutions generated using agraphing calculator. They detect possible errors by strategically using estimation and othermathematical knowledge. When making mathematical models, they know that technology canenable them to visualize the results of varying assumptions, explore consequences, andcompare predictions with data. Mathematically proficient students at various grade levels areable to identify relevant external mathematical resources, such as digital content located on awebsite, and use them to pose4: Model with mathematics.Mathematically proficient students can apply the mathematics they know to solve problemsarising in everyday life, society, and the workplace. In early grades, this might be as simple aswriting an addition equation to describe a situation. In middle grades, a student might applyproportional reasoning to plan a school event or analyze a problem in the community. By highschool, a student might use geometry to solve a design problem or use a function to describehow one quantity of interest depends on another. Mathematically proficient students who canapply what they know are comfortable making assumptions and approximations to simplify acomplicated situation, realizing that these may need revision later. They are able to identifyimportant quantities in a practical situation and map their relationships using such tools asdiagrams, two-way tables, graphs, flowcharts and formulas. They can analyze thoserelationships mathematically to draw conclusions. They routinely interpret their mathematicalresults in the context of the situation and reflect on whether the results make sense, possiblyimproving the model if it has not served its purpose.Students experiment withrepresenting problem situations inmultiple ways including numbers,words (mathematical language),drawing pictures, using objects,making a chart, list, or graph,creating equations, etc. Studentsneed opportunities to connect thedifferent representations andexplain the connections. Theyshould be able to use all of theserepresentations as needed. Fifthgraders should evaluate their resultsin the context of the situation andwhether the results make sense.They also evaluate the utility ofmodels to determine which modelsare most useful and efficient tosolve problems.Fifth graders consider the availabletools (including estimation) whensolving a mathematical problem anddecide when certain tools might behelpful. For instance, they may useunit cubes to fill a rectangular prismand then use a ruler to measure thedimensions. They use graph paperto accurately create graphs andsolve problems or make predictionsfrom real world data.
7: Look for and make use of structure.Mathematically proficient students look closely to discern a pattern or structure. Youngstudents, for example, might notice that three and seven more is the same amount as sevenand three more, or they may sort a collection of shapes according to how many sides theshapes have. Later, students will see 7 8 equals the well remembered 7 5 7 3, inpreparation for learning about the distributive property. In the expression x2 9x 14, olderstudents can see the 14 as 2 7 and the 9 as 2 7. They recognize the significance of an existingline in a geometric figure and can use the strategy of drawing an auxiliary line for solvingproblems. They also can step back for an overview and shift perspective. They can seecomplicated things, such as some algebraic expressions, as single objects or as being composedof several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times asquare and use that to realize that its value cannot be more than 5 for any real numbers x and y.6: Attend to precision.Mathematically proficient students try to communicate precisely to others. They try to use cleardefinitions in discussion with others and in their own reasoning. They state the meaning of thesymbols they choose, including using the equal sign consistently and appropriately. They arecareful about specifying units of measure, and labeling axes to clarify the correspondence withquantities in a problem. They calculate accurately and efficiently, express numerical answerswith a degree of precision appropriate for the problem context. In the elementary grades,students give carefully formulated explanations to each other. By the time they reach highschool they have learned to examine claims and make explicit use of definitions.Students continue to refine theirmathematical communication skillsby using clear and precise languagein their discussions with others andin their own reasoning. Students useappropriate terminology whenreferring to expressions, fractions,geometric figures, and coordinategrids. They are careful aboutspecifying units of measure andstate the meaning of the symbolsthey choose. For instance, whenfiguring out the volume of arectangular prism they record theiranswers in cubic units.In fifth grade, students look closelyto discover a pattern or structure.For instance, students useproperties of operations asstrategies to add, subtract, multiplyand divide with whole numbers,fractions, and decimals. Theyexamine numerical patterns andrelate them to a rule or a graphicalrepresentation.
8: Look for and express regularity in repeated reasoning.Mathematically proficient students notice if calculations are repeated, and look both for generalmethods and for shortcuts. Upper elementary students might notice when dividing 25 by 11that they are repeating the same calculations over and over again, and conclude they have arepeating decimal. By paying attention to the calculation of slope as they repeatedly checkwhether points are on the line through (1, 2) with slope 3, middle school students mightabstract the equation (y – 2)/(x – 1) 3. Noticing the regularity in the way terms cancel whenexpanding (x – 1)(x 1), (x – 1)(x2 x 1), and (x – 1)(x3 x2 x 1) might lead them to thegeneral formula for the sum of a geometric series. As they work to solve a problem,mathematically proficient students maintain oversight of the process, while attending to thedetails. They continually evaluate the reasonableness of their intermediate results.Fifth graders use repeated reasoningto understand algorithms and makegeneralizations about patterns.Students connect place value andtheir prior work with operations tounderstand algorithms to fluentlymultiply multi-digit numbers andperform all operations with decimalsto hundredths. Students exploreoperations with fractions with visualmodels and begin to formulategeneralizations.
State Board of Education-AdoptedGrade FivePage 16 of 48just focus on rounding 235 (thousandths) to the nearest hundred. In that case, since 235 would rounddown to 200, we’d get 14.200.236Students can use benchmark numbers (e.g., 0, 0.5, 1, and 1.5) to support similar work.237Number and Operations in Base Ten5.NBTPerform operations with multi-digit whole numbers and with decimals to hundredths.5. Fluently multiply multi-digit whole numbers using the standard algorithm.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, usingstrategies based on place value, the properties of operations, and/or the relationship between multiplication anddivision. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategiesbased on place value, properties or operations, and/or the relationship between addition and subtraction; relatethe strategy to a written method and explain the reasoning used.238239In grades three and four, students used various strategies to multiply. In grade five240students fluently multiply multi-digit whole numbers using the standard algorithm241(5.NBT.5 ). Generally the standards distinguish strategies from algorithms. In242particular, the “standard algorithm” refers here to multiplying numbers digit-by-digit and243recording the products piece-by-piece. Note that the method of recording the algorithm244is not the same as the algorithm itself, in the sense that the “partial products” method,245which lists every single digit-by-digit product separately, is a completely valid recording246method for the “standard algorithm.” Ultimately, the standards call for understanding the247standard algorithm in terms of place value, and this should be the most important goal248for instruction.249250[Note: Sidebar]FLUENCYIn kindergarten through grade six there are individual content standards that set expectations for fluencywith computations using the standard algorithm (e.g., “fluently” multiply multi-digit whole numbers usingthe standard algorithm (5.NBT.5 ). Such standards are culminations of progressions of learning, oftenspanning several grades, involving conceptual understanding (such as reasoning about quantities, thebase-ten system, and properties of operations), thoughtful practice, and extra support where necessary.The Mathematics Framework was adopted by the California State Board of Education on November 6,2013. The Mathematics Framework has not been edited for publication.
State Board of Education-AdoptedGrade FivePage 17 of 48The word “fluent” is used in the standards to mean “reasonably fast and accurate” and the ability to usecertain facts and procedures with enough facility that using them does not slow down or derail theproblem solver as he or she works on more complex problems. Procedural fluency requires skill incarrying out procedures flexibly, accurately, efficiently, and appropriately. Developing fluency in eachgrade can involve a mixture of just knowing some answers, knowing some answers from patterns, andknowing some answers from the use of strategies.251252In previous grades, students built a conceptual understanding of multiplication with253whole numbers as they applied multiple strategies to compute and solve problems.254Students can continue to use different strategies and methods from previous years as255long as they are efficient, but they must also understand and be able to use the256standard algorithm.257Example: Find the product 123 34When students apply the standard algorithm, they decompose 34 into 30 4. Then they multiply 123 by4, the value of the number in the ones place, and then multiply 123 by 30, the value of the 3 in the tensplace, and add the two products. The ways in which students are taught to record this method may vary,but all should emphasize the place-value nature of the algorithm. For example, one might write123 34492 this is the product of 4 and 1233690 this is the product of 30 and 1234182 this is the sum of the two partial productsNote that a further decomposition of 123 into 100 20 3 and recording of the partial products wouldalso be acceptable.258(Adapted from Arizona 2012).259260In grade five students extend division to include quotients of whole numbers with up to261four-digit dividends and two-digit divisors using various strategies, and they illustrate262and explain calculations by using equations, rectangular arrays, and/or area models.263(5.NBT.6 ). When the two-digit divisor is a “familiar” number, students might use264various strategies based on place value understanding.265The Mathematics Framework was adopted by the California State Board of Education on November 6,2013. The Mathematics Framework has not been edited for publication.
State Board of Education-AdoptedGrade FivePage 18 of 48Example 1: Find the quotient 2682 25 Using expanded notation: 2682 25 (2000 600 80 2) 25 Using an understanding of the relationship between 100 and 25, a student might think: I know that 100 divided by 25 is 4 so 200 divided by 25 is 8 and 2000 divided by 25 is 80. 600 divided by 25 has to be 24. Since 3 x 25 is 75, I know that 80 divided by 25 is 3 with a reminder of 5. (Note that astudent might divide into 82 and not 80) I can’t divide 2 by 25 so 2 plus the 5 leaves a remainder of 7. 80 24 3 107. So, the answer is 107 with a remainder of 7.Using an equation that relates division to multiplication, 25 n 2682, a student might estimatethe answer to be slightly larger than 100 by recognizing that 25 100 2500.266267To help students understand the use of place value when dividing with two digit divisors,268students can begin with simpler examples, such as dividing150 by 30. Clearly the269answer is 5 since this is 15 tens divided by 3 tens. However, when dividing 1500 by 30,270students need to think of this as 150 tens divided by 3 tens, which is 50. This illustrates271why when using the division algorithm the 5 would go in the tens place of the quotient.272273When the divisor is less familiar, students can use strategies based on area such as274shown in the following example.275Example 2: Find the quotient 9984 64An area model for division is shown below. As the student uses the area model, s/he keeps track of howmuch of the 9984 is left to divide.Area model:Recording:649984 64003584 3200384 32064 640(100 64)(50 64)(5 64)(1 64)So the quotient is 100 50 5 1 156.276(Adapted from Arizona 2012)The Mathematics Framework was adopted by the California State Board of Education on November 6,2013. The Mathematics Framework has not been edited for publication.
State Board of Education-AdoptedGrade FivePage 19 of 48277278The extension from one-digit divisors to two-digit divisors requires care (5.NBT.6 ).279This is a major milestone along the way to reaching fluency with the standard algorithm280in grade six. Division strategies in grade five extend the grade four methods to 2-digit281divisors. Students continue to break the dividend into base-ten units and find the282quotient place by place, starting from the highest place. They illustrate and explain their283calculations using equations, rectangular arrays, and/or area models. Estimating the284quotients is a difficult new aspect of dividing by a 2-digit number. Even if students round285appropriately, the resulting estimate may need to be adjusted up or down. Students may286write any needed new group from multiplying within the division or add it in mentally or287write the multiplication out to the side, if necessary.288289[Note: Sidebar]Focus, Coherence, and Rigor:When students break divisors and dividends into sums of multiples of base-ten units (5.NBT.6 ), theyalso develop important mathematical practices such as how to see and make use of structure (MP.7) andattend to precision (MP.6). (PARCC 2012).290291In grade five students build on work with comparing decimals in fourth grade and begin292to add, subtract, multiply, and divide decimals to hundredths (5.NBT.7 ). Students293focus on reasoning about operations with decimals using concrete models, drawings,294various strategies, and explanations. They extend the models and written models they295developed for whole numbers in grades one through four to decimal values.296297Students might estimate answers based on their understanding of operations and the298value of the numbers. (MP.7, MP.8)Examples: Estimate3.6 1.7. A student can make good use of rounding to estimate that since 3.6 roundsup to 4 and 1.7 rounds up to 2, the answer should be close to 4 2 6.5.4 － 0.8. Students can again round and argue that since 5.4 rounds down to 5 and 0.8rounds up to 1, the answer should be close to 5 – 1 4.6 2.4. A student might estimate an answer between 12 and 18 since 6 2 is 12 and 6 3 is 18.The Mathematics Framework was adopted by the California State Board of Education on November 6,2013. The Mathematics Framework has not been edited for publication.
State Board of Education-AdoptedGrade FivePage 20 of 48299300Students must understand and be able to explain that when adding decimals they add301tenths to tenths and hundredths to hundredths. When students add in a vertical format302(numbers beneath each other), it is important that they write numbers with the same303place value beneath each other. Students reinforce their understanding of adding304decimals by connecting to prior understanding of adding fractions with denominators of30510 and 100 from fourth grade. Students understand that when adding and subtracting a306whole number the decimal point is at the end of the whole number.307308Students use various models to support their understanding of decimal operations.309Example 1: (Model for decimal subtraction)Find 4 0.3. Explain how you found your solution.“Since I’m subtracting 3 tenths from 4 wholes, it would help to divide one of the wholes into tenths. Theother 3 wholes don’t need to be divided up. I can see there are 3 wholes and 7 tenths leftover, or 3.7.”Example 2: Use an area model to demonstrate that110of110is1.100“If I use my 10 10 grid and set the whole grid to equal 1 square unit, then I can see that when eachlength of the grid is divided into ten equal parts, each small square must be representing aBut there are 100 of these small squares in the whole, so each little square must have areaunits.”Example 3: Use an area model to demonstrate that1 110 101100square.square.“Just like in the previous problem, I use my 10 10 grid to represent 1 whole, with dimensions 1 unit by 1unit. If I break up each side length into ten equal parts, then I can create a smaller rectangle ofdimensions 3 tenths of a unit by 4 tenths of a unit. It looks something like this:The Mathematics Framework was adopted by the California State Board of Education on November 6,2013. The Mathematics Framework has not been edited for publication.
State Board of Education-AdoptedGrade FivePage 21 of 483/10 unit4/10 unitI know from before that each of the small squares is1100of a square unit, and I can see there are 3 4 12 of these small squares in the rectangle I outlined. This shows the answer isExample 4: Use an area model to show that 2.4 1.3 3.12.12.” (See also 5.NF.4)100“I drew a picture that shows a rectangle of lengths 1.3 units and 2.4 units. I know how to break up andkeep track of the smaller units like tenths and hundredths. The partial products appear in my picture a lotlike the previous problem.”Example 5: (Partitive or “fair-share” division model applied to decimals.) Find 2.4 4 and justify youranswer.“My partner and I decided to think of this as fair-share division. We drew 2 wholes and 4 tenths, anddecided to break the wholes into tenths as well, since it would be easier to share them. When we tried todivide the total number of tenths into four equal parts, we got 0.6 in each part.”Example 6: (Quotitive or “measurement” division model applied to decimals.)Solve the following problem: “Joe has 1.6 meters of rope. He needs to cut pieces of rope that are 0.2meters long. How many pieces can he cut?“We decided to draw a number line segment 2 units long that would represent Joe’s 1.6 meters of rope, 1whole meter and 6 tenths of a meter. Since we need to count smaller ropes that are 0.2 meters in length,The Mathematics Framework was adopted by the California State Board of Education on November 6,2013. The Mathematics Framework has not been edited for publication.
State Board of Education-AdoptedGrade FivePage 22 of 48we also decided to divide the 1 whole into tenths as well. Then it wasn’t too hard to count that there are 8pieces of 0.2-meter long rope in his 1.6-meter rope.”310(Adapted from Arizona 2012 and KATM 5th FlipBook 2012)311312313Domain: Number and Operations-Fractions314315Student proficiency with fractions is essential to success in algebra at later grades. In316grade five a critical area of instruction is developing fluency with addition and317subtraction of fractions, including adding and subtracting fractions with unlike318denominators. Students also build an understanding of multiplication of fractions and of319division of fractions in limited cases (unit fractions divided by whole numbers and whole320numbers divided by unit fractions).321Number and Operations—Fractions5.NFUse equivalent fractions as a strategy to add and subtract fractions.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractionswith equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with likedenominators. For example, 2/3 5/4 8/12 15/12 23/12. (In general, a/b c/d (ad bc)/bd.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including caseswith unlike denominators, e.g., by using visual fraction models or equations to represent the problems. Usebenchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness ofan
which an argument applies. Students at all grade s can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. In fifth grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings.
Acme Packet 1100 Acme Packet 3900 Acme Packet 4600 front bezel hides the fan assemblies without restricting airflow through the system. Acme Acme Packet 6100 Acme Packet 6300 Packet 6300 Acme Packet 6350 The rear of Acme Packet 6300 least one slot reserved for an NIU.
SCUSD Curriculum Map DRAFT AUGUST 2014 Grade 6 English Language Arts 4 Unit #1: Launching the Year – Reading and Writing (Approx. 4 weeks) ELA Common Core State Standards: Reading Standards for Literature: 6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Greenhouse by Jane Yolen Owl Moon by Jane Yolen “Gimmetheball” from Rimshots by Charles R. Smith, Jr. Come On, Rain! by . SCUSD Curriculum Map DRAFT FEBRUARY 2015 Grade 5 English Language Arts 7
SCUSD Curriculum Map DRAFT FEBRUARY 2015 Grade 5 English Language Arts 4 Unit #1: Launching the Year - Reading and Writing (Approximately 6 weeks) ELA Common Core State Standards: Reading Standards for Literature: 5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
SCUSD Curriculum Map High School Mathematics 1 5 Understand solving equations as a process of reasoning and explain the reasoning. 1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution.
SCUSD Curriculum Map Grade 8 Mathematics 4 Unit 1: Geometry and Transformations (Approx. # Days) Content Standards: 8.G.1 - 5 Math Common Core Content Standards: Domain: Geometry 8.G Understand congruence and similarity using physical models, transparencies, or geometry software. 1.
SCUSD Curriculum Map Grade 7 Mathematics 4 Unit #1: Proportional Reasoning and Relationships (Approx. # Days) Content Standards: 7.RP.1,2 and 7.G.1 Math Common Core Content Standards: Domain: Ratios and Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems. 1.
SCUSD Curriculum Map Grade Kindergarten Mathematics 4 Unit #1: Counting Numbers Up to 20 Content Standards: K.CC.1 , K.CC.2 K.CC.3 K.CC.4 K.CC.5 In this unit, students will work with numbers orally and in writing to twenty.
